Upload
marializan
View
107
Download
0
Embed Size (px)
Citation preview
ANDREA MARTÍNEZ, LOLA ORTEGA, MARÍA LIZÁN,
BENIAMIN LETOWSKI, PAOLA GARCÍA.
TOWARDS EDUCATION FOR ALL THROUGHOUT LIFE?
Conclusion and Recommendations UNESCO
THE RIGHT TO EDUCATION
everyone has the right to education
education shall be
free, at least in the
elementary and
fundamental stages
elmentary education shall be
compulsory
technical and
professional education shall be made
generally available
higher education shall be equally
accessible to all on the basis of
achievements
The right to education is one of the human rights proclaimed in the Universal Declaration of Human
Rights
UNESCO is responsible for the monitoring and coordination with the other United Nations institutions the six basic goals gathered at the World Education Forum in Dakar (26-28 April 2000)
THE SIX DAKAR GOALS
1. Expanding and improving comprehensive early childhood care and education, especially for disadvantaged children2. Ensuring that all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities have access to complete primary education of good quality3. Ensuring that the educational needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes
THE SIX DAKAR GOALS
4. Achieving a 50 percent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults5. Eliminating gender disparities in primary and secondary education by 2005 and achieving gender equality in education by 2015
6. Improving all aspects of the quality of education and ensuring excellence, especially in literacy, numeracy and essential life skills
BASIC EDUCATION FOR ALLFIRST PRIORITY: LITERACY (ABILITY TO
READING AND WRITING)
• In most education systems, the period of compulsory schooling, especially at the primary level, is when children are given basic education.
• All the evidence indicates that the school, as a place and an institution, will remain the pillar of basic education for a long time to come.
• School is therefore responsible for the
fundamental mission of literacy.
• The promotion of basic education for all must accompany the ongoing eradication of illiteracy.
• What are the criteria that should underpin the definition of the minimum basic knowledge after leaving school?
In societies in which writing and counting are necessary for everyday life - proficiency in reading, writing and basic arithmetic is the principal purpose of basic education.
One of the skills is learning to learn – the ability to locate, classify and sort the information that is now to be found everywhere, for instance (but not only) on the internet.
Secondary education stage in which a differentiation begins to be made in the learning paths.
“Multi-purpose"
unique way of learning until the end of the secondary
offers a choice between a general branch or another of a technological or professional nature
o Problem: risk of marginalizing those who do not adapt to it.
o Problem: state students prematurely in branches that they are not really into.
"Differential"
CONTINUOUS LEARNING
The idea for continued education started following the implementation of adult education.
social promotion professional recycling
Starts from the thinking that initial training is incomplete, and forms the basis of a "know how to learn" which should reactivate continuously.
It constitutes one of the fundamental ways of person’s construction
It must be conceived as a condition of development
1.Cultural and personal development, that is what gives meaning to the existence of each individual.
2.Social development, which refers to the place occupied in a community, citizenship, political participation and sociability.
3.Professional development, that is related with quality employment and professional satisfaction.
3 LEVELS
1. Preschool education 2.Basic
compulsory school
education
3.Education and
training after
compulsory
education
4.Permanent training
5.Professional life
characterized by the freedom of
devoting himself to hobbies and social activities, without
taking into account the labour requirements.
ATTACH GREATER IMPORTANCE TO PRESCHOOL EDUCATION
For a long time it has left in the hands of the families
Even nowadays the education of children three years depends on informal education.At the international level, the attention paid to this stage of life has increased considerably in recent years
Care and early childhood education continues to be an area relatively new much less studied than primary education
It is not easy to carry out a measurement of this type of education because in this field all socio-cultural media have specific practices.
EDUCATION ENRICHMENT:EDUCATION AND QUALITY
The number of students per teacher
Training of teachers
The quality of
infrastructures
Material available
The universalization of education and the relevant provision of education are not enough in itself to ensure
the efficiency and success, since they also depend on the quality. Some factors are:
However, even in countries that have achieved the principle of universal school, 25% of the students are
not capable of working life. This can be for several reasons:
Little evolution of education systems to
the new eras
Classical method of teaching
rather than innovate with new
technologies
Resources and
methodologies
Teacher should be a guide in the learning process of the child and not a figure of
authority that imposes knowledge
ICT can undertake an important role in
passing a teaching based on standard
replies to another in search of problems and
solutions
Solution
New focus of teachers towards students, focusing
education on them
On one hand On the other hand
The main objective of these methods is to stimulate motivation and
imagination to create a true quality education
"E-LEARNING": NEW TECHNOLOGIES AND DISTANCE EDUCATION
However, although the Internet have emerged virtual communities of learners at all levels of education, the creation of knowledge societies is impossible.
Since rich countries and the international community must make important and energetic efforts to develop the technological infrastructures of countries in development.
Without material infrastructure, the virtual universe is a pure illusion.
"E-LEARNING": NEW TECHNOLOGIES AND DISTANCE
EDUCATION
The "e-learning" announces radical
changes in the rhythm of learning
Distance education could definitely
replace school and teaching in class
model
But for now, it takes even clarify the relationship
between distance and learning
It isn’t enough to communicate to transmit or to
obtain or exchange information
through a simple click with the mouse to gain knowledge and
share it
We will continue to ask different
questions about the validity of the e-
learning
Can virtual communities
replace actual communities at
all levels?
Can distance and confidence go
together?
CONCLUSION
The destiny of the societies of the 21st century will be the becoming knowledge societies transformed by technologies
Two problems
The risk of promoting a
unique model based on the demands of
economy
Tendency to fall into the
technological determinism
HAS THE WORLD ENOUGH TO PROMOTE KNOWLEDGE SOCIETIES?
The cost of this initiative is hardly measurable at the moment.
It is unlikely that economic growth will generate sufficient resources to enable developing countries to reach the achievement of all people access to basic education.
A possible solution for the developing countries reduce military spending.
Recent years policy initiatives and innovative modalities, which include basic education, health policies and those related to the environment
3 PILLARS OF KNOWLEDGE SOCIETIES
1st : BETTER VALORIZATION OF KNOWLEDGE TO COMBAT THE COGNITIVE GAP.Developing countries difficulties to recognize the expertise available, enhance them and put
this potential at the service of development.
Achieve every society to acquire full awareness of the wealth of knowledge
that is depositary. Recognized and analyzed
more precisely, this heritage could better
exploit to get the maximum possible
benefit of the multiple dynamics of
globalization.
determine what are the weak points of each
society.
Reoriented the scientific and educational policies
3 PILLARS OF KNOWLEDGE SOCIETIES
2nd: SOCIETIES MORE PARTICIPATORY KNOWLEDGE.
Awareness of the wealth of knowledge available to a society requires a
mobilization of all its protagonists. This awareness should not be limited to
identifying what today has agreed to call "indigenous knowledge" or
"traditional", with a view to their recovery or specific preservation.
The societies of the Foundation shall only creditor of its name when the
greatest possible number of individuals can become producers of
knowledge and are not limited to being mere consumers who already
are currently available.
3 PILLARS OF KNOWLEDGE SOCIETIES
3rd: BETTER INTEGRATION OF KNOWLEDGE PILOCIES.
The diversity of the areas in which there are transformations which allow
to diagnose the development of knowledge societies creates some
confusion. This can only dissipate with a better integration of policy knowledge
and a clarification of the purposes underlying to the notion of the
"knowledge society".
RECOMMENDATIONS
1 Invest more in quality education for all, in order to ensure equal opportunities.
Commitment to the development of the society of knowledge constitutes a challenge for all around the world. It is essential to reduce poverty, ensure common security and the effective exercise of human rights.
countries should devote an important part of GNP spending on education
donor countries
should significantly increase the
percentage of official
development assistance to
education
the international community
should encourage innovative
education and research funding methods
the contribution of
higher education
schools for all
RECOMMENDATIONS
2. Multiply the places of community access to information and communication technologies .
At national level, especially in developing countries, they should multiply the places of community access, particularly the multimedia community centres, which promote the dissemination and sharing of knowledge and information and communication technologies become new carriers of socialization.
3 encourage universal access to knowledge through the increase of available content.
The main places of knowledge, such as the schools of higher education, research centres, museums or libraries, should play a more important role in the production and dissemination of knowledge through an improvement of networks and access bit onerous to high-speed connections.
RECOMMENDATIONS
4. Work in "Collaboratory": towards a better sharing of scientific knowledge
You should create networks and infrastructures of tail - scientific made accessible to researchers from different countries and regions
5 share environmental knowledge for sustainable development The pursuit of the objectives of sustainable development requires the sharing
of knowledge about the environment among industrialized and developing countries. It is important to develop global surveillance instruments of environmental based both local knowledge and scientific and technological knowledge
6. give priority to linguistic diversity: the challenges of multilingualism
Linguistic diversity is an essential factor of cultural diversity in all its manifestations. The knowledge societies should be based on a "double multilingualism": individuals and cyberspace
RECOMMENDATIONS
7 move towards a certification of knowledge on the Internet: towards quality designations
The work of reflection on the feasibility, technical and legal norms and standards of certification of knowledge, should encourage in order to guarantee users access to a range of content safe and relevant, especially in the field of scientific information.
8. intensifying partnerships for digital solidarity It should increase the creation of innovative partnerships that agrupasen to
representatives of States, regions, cities, and non-governmental international organizations, private sector entities and civil society, to translate into facts the digital solidarity
RECOMMENDATIONS
9 increase the contribution of women to the knowledge societies. Equality between the sexes and the empowerment of women should be part
of the constitutive principles of knowledge societies. The public domain of knowledge should include the contribution of knowledge specifically female. It is important to provide facilities to women so they can acquire skills and capabilities that meet their own development needs.
10 measurement of knowledge: towards knowledge societies indicators?
The different interested actors could study if feasible indicators of knowledge societies that can contribute to a better definition of priorities, in order to reduce the cognitive gap at national and international level.
REFERENCES
“TOWARDS KNOWLEDGE SOCIETIES- UNESCO PUBLISHING”
TRUE/FALSE
1. The right to education is one of the human rights proclaimed in the Universal Declaration of Human Rights
2. In multi-purporse model there are several ways of learning until the end of secondary.
3. Some factors of the quality of education are: The number of students per teacher and the timeline.
4. It is unlikely that economic growth will generate sufficient resources to enable developing countries to reach the achievement of all people access to basic education.
5. Equality between the sexes and the empowerment of women should be part of the constitutive principles of knowledge societies.
MULTIPLE CHOICE
1. What is included on minimum basic knowledge after leaving school?
a)proficiency in reading, writing and basic arithmeticb)the ability to locate, classify and sort the informationc)both are correct
2. Continuous learning:d) Starts from the thinking that initial training is
incompletee) Forms the basis of a "know how to learn" which should
Not be reactivated continuouslyf) Both are correct.
3. The “E-learning” is often called to: a)Distance learningb)Virtual universoc)Both are false
4. A possible solution for the developing countries to generate resources is:
d)Reduce the military spendinge)Taken some policy initiatives and innovative modalities
f)All are correct
5. What is the second pillar: societies more participatory knowledge?
a) Awareness of the wealth of knowledge available to a society requires a mobilization of all its protagonists.b) The diversity of the areas in which there are transformations which allow to diagnose the development of knowledge societies creates some confusiónc) The main idea to promote all the children´s capacities.